The purpose of this study was to contribute to the debate over the value of the Ph.D. versus the Ed.D. in higher education. A mixed methods design was used to explore why some institutions simultaneously offer two tracks to the higher education doctorate (Ph.D. and Ed.D.) and the difference between programs at institutions where only one track to the doctorate was offered. Specifically, I aimed to identify the level of distinction between these two types of doctoral degrees. The differences were examined between the Ph.D. and the Ed.D. in higher education in terms of programs’ rationale, mission, admission requirements, curricula, and dissertations. The research study relies on the inputs-environment-outcomes model proposed by Astin (1993). In the first phase of this study qualitative data were collected from five doctoral programs in higher education that offered both Ph.D. and Ed.D. tracks to the doctorate in higher education. The results from the qualitative phase were used for the development of a questionnaire and a dissertation analysis form to be used in the second quantitative phase of the study.
The quantitative phase of the study consisted of a survey and a curriculum analysis of more with more than 2,600 courses from 125 doctoral programs in higher education. Fife’s (1991) classification of higher education courses was used to categorize and compare the curriculum of Ph.D. and Ed.D. programs. Based on the results of this study, a profile of Ph.D. and Ed.D. programs in higher education was developed.
|Commitee:||Maynard, Jack, Melendez, Juan|
|School:||Indiana State University|
|Department:||Educational Leadership, Administration, and Foundations|
|School Location:||United States -- Indiana|
|Source:||DAI-A 78/06(E), Dissertation Abstracts International|
|Subjects:||Higher Education Administration, Higher education|
|Keywords:||Doctoral programs, Higher education doctorates|
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